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University of Pennsylvania

Public Affairs, Public Policy and Public Administration

2003

CPRE Research Reports

Articles 1 - 6 of 6

Full-Text Articles in Education

Getting It Right: The Mise Approach To Professional Development, Thomas B. Corcoran, Siobhan Mcvay, Kate Riordan Dec 2003

Getting It Right: The Mise Approach To Professional Development, Thomas B. Corcoran, Siobhan Mcvay, Kate Riordan

CPRE Research Reports

With an initial 10-year commitment from Merck & Co., Inc. the Merck Institute for Science Education (MISE) was founded in 1993 to demonstrate that virtually all students could reach high levels of scientific literacy. Shortly thereafter, MISE formed partnerships with four public school districts -- Linden, Rahway, and Readington Township in New Jersey, and North Penn in Pennsylvania -- where Merck has major facilities and a history of providing employee volunteers and supporting local science education initiatives. These district partnerships quickly merged into one multi-district Partnership.

MISE's approach to improving science teaching has been systemic, addressing both policy and practice in the ...


Changing District Culture And Capacity: The Impact Of The Merck Institute For Science Education Partnership, Thomas B. Corcoran, Nancy Lawrence Nov 2003

Changing District Culture And Capacity: The Impact Of The Merck Institute For Science Education Partnership, Thomas B. Corcoran, Nancy Lawrence

CPRE Research Reports

In 1993, Merck & Co., Inc. began an endeavor to make a significant and visible commitment to improving science education by creating the Merck Institute for Science Education (MISE) and supported the new venture with a 10-year, $20-million financial commitment. From its inception, MISE had two goals: to raise the interest, participation, and performance of public school students in science, and to demonstrate to other businesses that direct, focused involvement would hasten the improvement of science teaching and learning in the public schools. MISE initiated its work by forming partnerships with four public school districts — Linden, Rahway, and Readington Township in New Jersey, and North Penn in Pennsylvania — where Merck has major facilities.

CPRE was contracted by MISE in 1993 to document the implementation of the initiative and assess its impact on districts, schools, classrooms, and students. Throughout the evaluation, CPRE conducted interviews with teachers, instructional leaders, and district personnel; surveyed teachers; developed case studies of schools; and examined student achievement data in order to provide feedback on the progress of the MISE Partnership


Out-Of-Field Teaching And The Limits Of Teacher Policy, Richard Ingersoll Sep 2003

Out-Of-Field Teaching And The Limits Of Teacher Policy, Richard Ingersoll

CPRE Research Reports

The failure to ensure that the nation’s classrooms are all staffed with qualified teachers is one of the most important problems in contemporary American education. Over the past decade, many panels, commissions, and studies have focused attention on this problem and, in turn, numerous reforms have been initiated to upgrade the quality and quantity of the teaching force. This report focuses on the problem of underqualified teachers in the core academic fields at the 7-12 th grade level. Using data from the nationally representative Schools and Staffing Survey, conducted by the National Center for Education Statistics, this analysis examined ...


Is There Really A Teacher Shortage?, Richard Ingersoll Sep 2003

Is There Really A Teacher Shortage?, Richard Ingersoll

CPRE Research Reports

Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified teachers. It is widely believed that schools are plagued by shortages of teachers, primarily due to recent increases in teacher retirements and student enrollments. This report summarizes a series of analyses that have investigated the possibility that there are other factors—tied to the organizational characteristics and conditions of schools—that are behind school staffing problems. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Followup ...


External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day Jul 2003

External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day

CPRE Research Reports

In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being "on probation" if fewer than 15% (later raised to 20%) of their students score at grade-level norms on the Iowa Test of Basic Skills in reading. When placed on probation, schools face the consequences of decreased autonomy and the threat of more severe sanctions. At the same time, probation schools receive direct assistance from ...


The Merck Institute For Science Education: A Successful Intermediary For Education Reform, Thomas B. Corcoran Mar 2003

The Merck Institute For Science Education: A Successful Intermediary For Education Reform, Thomas B. Corcoran

CPRE Research Reports

A variety of technical assistance organizations have been created in the last 20 years to help public schools implement reforms to improve their perfor- mance. These organizations vary in size, sponsorship, and focus, but their creation rests on the common premise that the reforms needed in the schools to educate all children to high standards require strong external stimuli and resources and knowledge beyond what are ordinarily available in public school systems (McDonald, McLaughlin, & Corcoran, 2000). Accordingly, these technical assistance organizations forge partnerships with school systems under pressure to improve their performance. Working across the boundaries of the educational system ...